Document Type

Article

Publication Date

12-2020

Abstract

This paper analyzes recent literature on or using the term “open pedagogy” in order to distill a working definition. The term is currently contested, and is discarded completely by some influencers due to a lack of definition and thus usefulness as a rigorous academic term. This study analyzes how researchers currently use the term in the literature, searching for commonalities, with the goal of proposing a synthesis that encompasses the majority of the field and can provide potential common ground for further research on the subject.

The result was a pool of 98 peer-reviewed articles and book chapters, which were then scanned and classified to develop a taxonomy. The taxonomy was used to construct a working definition of open pedagogy as any pedagogy informed by the practitioners’ conscious identification with the open movement, open access, and open educational resources (OER). In effect, open pedagogy describes the interaction between the open movement and pedagogy, whereas open educational practices (OEP) and OER-enabled pedagogy describe the actual practices arising from that pedagogical approach.

Comments

International Journal of Open Educational Resources (IJOER) 3, no. 2 (December 2020): 57-75. doi: 10.18278/ijoer.3.2.5

Share

COinS